Exploring the links between pre-service teachers' beliefs and video-based reflection in wikis
|Exploring the links between pre-service teachers' beliefs and video-based reflection in wikis|
|Author(s)||Cho Y.H., Huang Y.|
|Published in||Computers in Human Behavior|
|Keyword(s)||Beliefs, Mathematics, Teacher education, Video-based reflection, Wikis (Extra: Mathematical techniques, Beliefs, Epistemological beliefs, Mathematical knowledge, Mathematics learning, Pre-service teacher, Question categories, Teacher education, Wikis, Teaching)|
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Exploring the links between pre-service teachers' beliefs and video-based reflection in wikis is a 2014 journal article written in English by Cho Y.H., Huang Y. and published in Computers in Human Behavior.
In teacher education, video has been used frequently for the development of competencies for effective teaching. However, few empirical studies have investigated reciprocal relationships between pre-service teachers' beliefs and video-based reflection activities. The present study investigated the influences of epistemological beliefs about mathematics on video-based reflection in wikis. Elementary school pre-service teachers had carried out reflective writing and questioning activities after watching a video clip about mathematics learning or instruction in wikis for six weeks. This study also explored the relationships between video-based reflection activities and the change of mathematical beliefs for teaching (MBT). Both quantitative and qualitative data were collected to examine the links between beliefs and reflection activities. This study found that epistemological beliefs partially influenced reflective writing and questioning activities in wikis. In addition, video-based reflection activities were beneficial for the beliefs of mathematical knowledge and students. This study also identified a few reflection and question categories that were closely related to the change of MBT. Lastly, implications of this study were discussed in regard to video-based reflection practices in teacher education. © 2014 Elsevier Ltd. All rights reserved.
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